METACOGNITIVE SKILLS
LESSON 9-17  HEAR US OUT
LEARNING GOALS/OUTCOMES
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Identify motivators for high school students wanting to go to college
Identify what “weighs students down” (barriers)
Identify what would help
List specific programs that might provide support
List the advice these high school students have for other students
Assess the motivators and barriers that often exist for first generation college-going high school
students
► Self-assess the questions they have about their own motivators and barriers
MATERIALS NEEDED
► Student Handouts:
– Hear Us Out Worksheet
► Internet access for viewing video: http://www.youtube.com/watch?v=fTj_3X7SH8Q
CLASSROOM ACTIVITIES
1. Share with students that the video, Hear Us Out, provides high school students with the
stories of students just like them who are planning to go to college. The video has five distinct
sections marked by dividers where the students talk about:
– What motivates low-income and underrepresented students to think about college?
– What weighs students down and creates barriers?
– What students think might help?
– What special programs have they accessed?
Hand out the Hear Us Out Worksheet and make sure that students know they will need to take
notes in the first column during the video.
2. Ask students to organize themselves in groups of 5 and decide which of the five questions
each person is going to take as a discussion leader. Everyone is expected to take notes on all
sections.
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
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9-17 ▲ HEAR US OUT
3. Show the video. Pause if needed to allow students to take accurate notes.
4. Ask the discussion leaders for question 1 to lead the discussion about what students hear
from the students in the video. The discussion leader should then lead the discussion about
what students already knew and what they might want to add. (Each student should still be taking
his/her own notes.) Each discussion leader than asks the group to generate questions they have
for this section of the video. Repeat this process until all five questions have been discussed.
5. Bring the whole class back to make a list of the questions. Discuss with the students how they
can find the answers to the questions.
6. To conclude, ask each student to take one minute to complete their journal page, writing
down one thing that motivates them to go to college.
STUDENT PRODUCTS
► Completed Journal Page
ADDITIONAL RESOURCES AND OTHER INFORMATION
► Supplemental Facilitator Notes
The 12-minute video, “Hear Us Out,” provides high school students with the stories of students just
like them who are planning to go to college. Note: There are other videos on the page. If students
are viewing solo, they might be attracted or distracted at one of the other videos
The video has four distinct sections marked by dividers in the video to help you lead students in a
discussion of:
– What motivates low-income and underrepresented students to think about college?
– What weighs students down and creates barriers?
– What students think might help?
– What special programs have they accessed?
► Enrichment Activities
Follow up activities from this lesson speak both to students having the opportunity to tell their story
and experience their own voice. As time allows, you can have students:
1. Write an advice column for other students about why they should go to college and how
they can remove some of the barriers.
2. Write a “script” for two students where they have much the same conversation as the
students in the video, only in their own words.
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 04/2014
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9-17 ▲ HEAR US OUT
3. Ask students to role play as panel members and answer the questions or the additional
questions the class has generated.
4. Allow students to film interviews or panel discussions to be shown to other classes using
the basic premise of “Hear Us Out.”
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 04/2014
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METACOGNITIVE SKILLS
LESSON 9-17 HANDOUT
HEAR US OUT WORKSHEET
What did these high school
students have to say?
What did you add to their
comments? What did you
already know?
What questions do you have?
What motivates low-income and/or
underrepresented students to
consider college?
What weighs these students
down?
What do they think will help?
What special programs have they
accessed?
What advice did they offer?
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METACOGNITIVE SKILLS
LESSON 9-17 HANDOUT
JOURNAL PAGE
DATE:
Lesson 9-17 | HEAR US OUT
Q1: What is one thing that motivates you to go to college?
Answers:
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